Requirements for assessment under Public Law 94-142, the development of an Individualized Education Program for each handicapped child, the least restrictive environment, handicapping conditions, implementation procedures, diagnostic teaching strategies and learning conditions, teaching ideas, and a format for diagnostic interviews are each…

Describes interviews with four primary age children. Uses the results of the interviews to support a shift from the assessment of performance to the assessment of understanding. (PK)

Discusses assessment as an integral part of teaching. Describes informal assessment and instructional decision making. Discusses the scope and methods of assessment. Provides examples of assessment related to the standards. (YP)

Results from the third national mathematics assessment are presented. Overall, the performance of nine year olds changed little since the second assessment, while significant gains were made by 13 year olds. Data on whole numbers, fractions and decimals, other basic concepts, and problem solving are discussed. (MNS)

Suggests that, although questions are often used to help students or stimulate student thinking, questions can also be used to help evaluate student thinking and attitudes about problem solving. Sample problems and questions are given. (PK)

Argues that teachers should be encouraged to use not just pencil-and-paper tests but also observations, interviews, and even students' journals to gather information on which to base their evaluations. (PK)

Discusses the status of the testing of computational estimation. Suggests ideas to promote needed immediate actions and examines issues related to effective assessment of computational estimation. (PK)

Delineates and describes four types of questions which may help teachers learn more about student understanding, namely, silent questions, oral questions, written questions, and students' questions. (PK)

Argues that tests should be used to improve instructional programs. Specific suggestions include the study of reports on test performance, item analysis on classroom tests, item analysis as a part of standardized test reports, use of diagnostic or inventory tests, and careful selection of test items. (PK)

Reports the third and seventh-grade results of the fourth mathematics assessment of the National Assessment of Educational Progress. Addresses student performance on measurement, geometry, data organization and interpretation, variables and relations, and attitudes. (PK)

Results and implications from the attitude exercises of the second National Assessment of Educational Progress (NAEP) for mathematics are presented and discussed. (MP) Aspect of National Assessment (NAEP) dealt with in this document: Results (Interpretation).

Offers seven criteria for developing mathematical thinking, plus suggestions for teaching and assessing students' progress that are compatible with each learning criterion. Provides evaluation sheets that help the teacher assess and grade students on the criteria. (10 references) (MDH)

Discusses North Carolina's alternative assessment program for first and second grades, the process of implementation, knowledge gained from the program, and implications for implementing Standard 6 (focusing on analyzing and interconnecting teaching and learning) of the National Council of Teachers of Mathematics Professional Teaching Standards.…

This third article on National Assessment results discusses general achievement trends and changes in performance over time. Performance scales, national trends, current achievement, learning concepts and skills, problem solving, minorities, and gender are considered. (MNS)

K-3 teachers participated in a project to align teaching, learning, and assessment with the NCTM Standards. Goals included developing assessment models and helping clarify the link between assessment and teaching. Assessment criteria were based on student performance rather than correct answers. Cooperative learning and support structures were…